O desenvolvimento da autonomia na educação infantil: organização dos espaços e mediações pedagógicas em uma revisão narrativa da literatura

Abstract

This article discusses the development of autonomy in Early Childhood Education, focusing on the organization of spaces, pedagogical approaches, and teacher mediation. The study is based on the understanding that children's autonomy is not merely a matter of individual independence but is constructed through relationships involving children, adults, materials, time, play, and intentionally planned environments. Through a narrative literature review, the aim is to understand how spatial layout and pedagogical practices can foster experiences involving choice, participation, self-care, and initiative among children. Methodologically, this is a qualitative bibliographic study grounded in research on child development, Montessori pedagogy, the organization of school environments, and Early Childhood Education. The analysis indicates that environments that are accessible, safe, rich in exploration opportunities, and intentionally organized enhance the conditions for children to participate actively in daily institutional life. It also highlights the teacher's fundamental role as a mediator, observer, and organizer of experiences that respect children's rhythms, interests, and needs. The study concludes that promoting autonomy in Early Childhood Education requires integrating care, education, play, listening, and spatial planning, while recognizing the child as a historical and social subject with rights.